To amplify ** Rex Fenestrarum**'s post:
Local doesn’t even begin to describe American education. According to the National School Boards Association
Yes, you read that correclty, there are just shy of 15,000 school boards nationally. Each operates a school district, which in most places is legally an autonomous local government unit that’s administratively independent of the town(s) in which it is located. School districts range from the enormous - New York City’s with over a million students, is the largest - to districts so tiny they don’t even have high schools, so they enter into cooperative agreements with other school districts that do. For example, one of my subscribers is an official of Igo-Ono Elementary in Shasta County, California (I had to call them just to hear how it’s pronounced: Yup, it’s “I go ‘Oh no!’”). It’s one of the two schools that comprise the Igo-Ono-Platina Elementary School District - and now, Dopers, raise your hand if you think you know the name of the other school! Good, I just knew you could!
Total district population: about 100 students. But this is its own school board, and like every other it jealously guards its prerogatives. Most are elected and care only about their own elections, not the opinions of other local officials, like mayors, who usually don’t have any influence over their budgets. (New York City recently became an exception to this rule - the mayor now directly controls the board.)
Moral: there’s nothing uniform about American education. I know of districts that still have K-8 elementary schools (the old model, typical before WWII). I know others that have K-2, 3-5, 6-8 and 9-12, and I don’t know what they call the two elementary-level schools.
Now, here’s where educators should probably jump in - I’m a lawyer who edits a newsletter on federal education law, so my knowledge of this is second-hand. But here’s what I’ve been able to glean.
One of the big controversies in k-12 ed circles is what to do with the middle years. Before world war II, the elementary school model was pretty standard, under which even up through grade 8 kids would largely continue with one teacher for most of the day, covering everything. In the 50s and 60s, the junior high school movement came full blast, which treated the 12-14 year olds (7-9th graders) as miniature high school students - in other words, they would change teachers for each subject, and often could take elective courses. This is the system that my district used when I was the right age, in the early 80s.
Trouble is, 12 and 13 year olds may not be ready for that amount of change during a day (I’m not convinced that older teens are, either, but that’s a different matter). So schools keep tinkering, and moved to a middle school concept that’s more differentiated from high schools.
Along with that reform, there’s the question of where physically to put 14-year-olds (9th graders). In many states, 9th grade counts as high school and certainly some kids need the variety of classes high schools can offer. But socially it’s not necessarily a good idea to put 14 year olds in the same building as 17 and 18 year olds, so schools are left with a conundrum. A year or two after I graduated high school in 1986, my district changed all schools onto the 6-8 middle/9-12 high school model. I think some sort of highfalutin theory was bandied about, but people knew the real reason: the district had extra space in high school buildings and a shortage of what were then called junior highs (now middle schools - yes, they changed all the signs) and elementaries.
Does that help :D?